THE PERCEIVED INFLUENCE OF COVID-19 TO THE MENTAL

HEALTH OF GRADE 12 STEM STUDENTS OF

CENTRAL PHILIPPINE UNIVERSITY

A Research Proposal Presented to

The Staff and Faculty of Senior High School

Central Philippine University

In Partial Fulfillment of the Requirements

For the Subject Practical Research 2

By

Neptalyn N. Salcedo

Nes C. Salcedo

Fiolia Erlle Espinoza

Ace Delfian Estandarte

Danica Lucille B. Pondias

December 2020
 ABSTRACT

The sole purpose of this research study was to assess the effects of COVID-19 to the

mental health of the grade 12 STEM students during the pandemic. An online survey

through Google Forms was conducted to determine the influence of the pandemic on the

mental health and well-being of 246 male and female respondents.

It was hypothesized that the mental health of the participants worsened significantly by

the moment the online classes began. Our study further showed that the respondents'

internet connectivity, financial status, and their existing mental stability problems are

major factors that had a great impact on their mental health. Data showed that 11.8% of

the respondents, whose internet connection was not great, had a hard time which

resulted in unfortunate events that led to their poor mental health. Furthermore, one-

third(33.3%)of the male respondents had poor mental health while almost one-third

(29.5%). of the female respondents had poor mental health. However, almost one-third

(26.5%) of the male respondents had good mental health conditions status, while one-

third (30.2%) of the female respondents had good mental health conditions.

Because of the prolonged pandemic and strict measures such as lockdown and

quarantine orders, the COVID-19 pandemic has developed negative impacts on the

respondents. The results of our study emphasized the demand to address the current

state of the respondents' mental health. Moreover, there is also a need to observe the

student's mental stability over the long term, and to examine how long-term school

closures, social distancing orders, and the pandemic itself affects the well-being of the

students.
 TABLE OF CONTENTS

CHAPTER

I. Introduction

Background and Rationale of the study -----------------------------4

Objectives of the Study --------------------------------------------------5

Hypothesis of the Study -------------------------------------------------5

Scope and Delimitation --------------------------------------------------5

Significance of the Study ------------------------------------------------6

Operational Definitions of Variables-----------------------------------6

II. Review of Related Literature

Review of Related Literature -------------------------------------------13

III. Methodology

Research Design ----------------------------------------------------------9

Study Population and Sample Size ----------------------------------9

Instrumentation ------------------------------------------------------------9

Validity ----------------------------------------------------------------------9

Reliability-------------------------------------------------------------------10

Data Collection------------------------------------------------------------10

Data Processing and Analysis----------------------------------------10

Ethical Considerations--------------------------------------------------12

IV.Results and Discussion

Results and Discussions------------------------------------------------13

V.Summary, Conclusion, & Recommendations

Summary--------------------------------------------------------------------27

Conclusion------------------------------------------------------------------27

Recommendations--------------------------------------------------------27

VI.Appendices
Questionnaire------------------------------------------------------------30

Reference-----------------------------------------------------------------40
 CHAPTER 1

INTRODUCTION

Background and Rationale

On 11th of March, the World Health Organization (WHO) declared the COVID-19

virus outbreak as a pandemic due to the exponential increase in the number of cases in

more than 100 countries. Then on 16th of March, President Rodrigo Duterte placed the

entire Philippines under a “State of Calamity” amid the threats posed by the virus,

COVID-19.

Since then, the Philippines has been battling the spread of the infectious virus,

coupled with the surmountable challenge of addressing the most basic health and social-

economic needs of the people. (The ASEAN Post)

The Philippines is still battling against COVID-19 and a lot of people have lost

their jobs due to this. According to research, almost half of the Filipino adults, 27.3

million are unemployed, due to the severe economic crisis caused by the pandemic.

Unemployment has reached a record high of 45.5 percent, according to the SWS Online

Survey. With the schools in the Philippines only reopening if the vaccine for COVID-19 is

found, educational authorities conducted a way to let the education continue for all the

students in the Philippines.

This resulted in the education tool we use known as “Online Class”, using

devices such as phones, laptops, and computers, students can connect with their

teachers and be able to function like a school in their homes. The WHO reported that

even before the COVID-19 pandemic struck the Philippines had already been one of the

highest rates of depression in Southeast Asia, affecting more than three million Filipinos.

Although there is no consolidated epidemiological data and statistics on the state

of affairs of mental health in the Philippines, there is information that will provide an idea

as to the state of mental health condition of the country. For instance, 14 percent or 1.4

million Filipinos with disabilities were identified to have a mental disorder (Philippines

Statistics Authority, 2010). The National Statistics Office identified that mental illness is

the third most prevalent form of morbidity in the country.

There are around about 88 cases of mental health problems for every 100,000

Filipinos (Department of Health, DOH 2005). Nonetheless in the advent of a pandemic,

this is an understatement of the true extent of the mental health problem in the country.
 The COVID-19 pandemic has changed the lives of many. Its impacts are most

notably felt in the family where roles have changed, as family members are forced to

stay at home, putting millions of people worldwide out of work.

Similarly, the Philippines had this particular impact on many students affecting their

mental health. Most students are having a hard time dealing with coping up with online

classes leading to pressure, stress and anxiety especially to those students who have

network issues.

This study will be conducted to provide an ample view about the perceived influence of

COVID-19 to the mental health of grade 12 STEM students of Central Philippine

University.

Objectives of the Study

The general objective of this study is to determine the influence of COVID-19 to

the mental health of the Grade 12 STEM Students of Central Philippine University.

Specifically, this study aims to accomplish the following objectives:

1.)To describe the respondents according to their sex and financial help received.

2.)To determine the mental health status of grade 12 STEM students.

3.)To determine whether or not there is significant relationship between the

respondents sex and financial help received in their mental health status.

Hypothesis of the Study

1. There is no is significant relationship between the respondents sex and financial

help received in their mental health status.

2. There is a significant relationship between the respondents internet connectivity

in their mental health status.

Scope and Delimitations

This study is limited only to the Grade 12 STEM Students of Central Philippine

University. Due to the rise of COVID-19 cases, the survey will be conducted online with

utilization of questionnaires. With these, the researchers will be able to know the

perceived influence of COVID-19 to the grade 12 STEM students in Central Philippine

University.
Significance of the Study

The results of this study will give contribution to the following: CPU Senior High

School Department - In light of the new normal where classes are delivered through

online is a new challenge to both the students and the teachers, the evaluation of this

study will raise an awareness to the Senior High School Department, specifically, to the

faculty.

This can help improve the views of the people working in the Senior High

School Guidance Office to help the students when they are in need of help, mentally.

As well as to the students to cope with the new normal and to learn how to manage their

time between online class and their hobbies like social media, games etc.

Schematic Paradigm

Independent Variable Dependent Variable

Sex
Mental Health Status
Internet Connectivity

Financial help received

Operational Definitions of Variables

For easy understanding of the terminologies used in the study:

Sex - It refers to the sexual orientation of the respondents of the study.

Internet Connectivity- It refers to what internet connectivity means for the psychological

wellness of the respondents of the study.

Financial Help Received- It refers to a official help given to a person in form of money.

Mental Health Status - In this study, alludes to the emotional well-being status of the

respondents during this pandemic.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter will show how mental health is related to some factors of our study,

this was conducted to see if there is a perceived influence of CoVid-19 to the mental

health of Grade 12 students. The research was conducted to give ideas to people

pertaining to the perceived influence of CoVid-19 to Grade 12 students.

Mental Health on Sex

Study shows that Women have more mental health problems than men, men

have more than women, or both have equal amounts. Evidence reveals that there are no

differences in their overall rates of psychopathology, but men and women do differ in the

type of psychopathology experienced. Rosenfield and Smith consider various

explanations for these differences. They concentrate on dominant gender

conceptions—those held by groups in positions of power, which in this society, are

primarily White, middle-class conceptions. Divisions between men and women in power,

responsibilities (i.e., different role positions), and personal characteristics are relevant for

mental health.( Rosenfield & Smith 2012).The COVID-19 pandemic has had a huge

negative effect on students' mental health. Proactive efforts are required to improve

students' mental health and well-being. (Dong E, Du H, Gardner L. An interactive web-

based dashboard to track COVID-19 in real time. Vol. 0, The Lancet Infectious Diseases.

Lancet Publishing Group; 2020.)

Mental Health on Financial Help

The stressors identified by the students during the COVID-19 pandemic in this

study are financial difficulties, academic disruption, worry about one’s health and his or

her family, and prolonged social media exposure. These led to various levels of anxiety

among the vulnerable group. (Patwary, M. M., Bardhan, M., Disha A. S., Md. Kabir, P.

(2020). COVID-19, Health and Environment. SSRN Electronic Journal.)

Experiencing financial difficulties and worrying about debt at university increases

the risk of mental health conditions such as depression and alcohol dependency,

according to new research. The work found that symptoms of anxiety and alcohol

dependence worsened over time for those who were struggling to pay the bills. Those

who were more stressed about their debt had worsening levels of stress, anxiety and

depression.(University of Southampton)
Mental Health is influenced by Internet Connectivity

Excessive Internet use may create a heightened level of psychological arousal,

resulting in little sleep, failure to eat for long periods, and limited physical activity,

possibly leading to the user experiencing physical and mental health problems such as

depression, OCD, low family relationships and anxiety.The increased screen time of

online instruction and the lack of face-to-face interaction have affected many students’

mental and physical health. In fact, increased screen time has been linked to anxiety,

depression and perceived attention problems.(Alavi, Maracy,Jannatifard& Eslami)

Synthesis

The studies discussed how mental health status relates to the factors of this

study and what are the perceived influence of CoVid-19 to the mental health of students.

Internet Connectivity of students has something to do with their mental health status.

Students with good internet connectivity have poor mental health status on the contrary,

those students who have poor internet connectivity have good mental health status. This

implies that students are mentally challenged when it comes to learning online. One

study showed that spending time on the screen for too long affects their mental health.

Students with good connection have no choice but to attend their classes and others

who have poor internet connection have a reason to not attend their classes resulting in

less stress and worry over school.

 CHAPTER 3

METHODOLOGY

Research Design

The research design that we will use is the non- or pre-experimental design,

which we will have a one-shot survey, descriptive studies, observation and testing.

Study Population and Sample Size

The respondents of this study were the Grade 12 STEM Students of Central Philippine

University. The sampling population included students from various sections from STEM

12-1 to STEM 12-18. In this research study, the study population will incorporate 246

STEM students of Central Philippine University. Out of its total number, there were

selected students to be chosen as an example. Slovin's formula was utilized to get the

number of respondents. In the wake of solving the sample size, we concocted 188 as

the outcome.

Instrumentation

The data was gathered utilizing a self-administered questionnaire. The Perceived

Influence of COVID-19 to the Mental Health of Grade 12 STEM Students of Central

Philippine University is self-made questionnaire. The survey was circulated through

google forms. A link was given and sent to the respondent's messenger account to

access the form..

The questionnaire was composed of the respondents individual data, personal and

social consequences of COVID-19, perceived risks of COVID-19 and the impact of

COVID-19 to the respondents. All things considered, this was validated by expert jurors.

It was additionally pre-tested with the Grade 12 STEM Students themselves.

Validity

The questionnaire was presented to 2 Professors of Central Philippine University and

was subjected to content approval. One of the validators recommended that we should

add some more questions into our questionnaire and the questions should adjust to our

study. While the other recommended changing the manner in which our questionnaire

looked and proposed a few questions we can utilize.

 Reliability

The reliability of the research instrument was tested using a Test-Retest

Dependability which implies that two sets of questionnaires both having similar

arrangement of questions were given to 20 respondents however in a 1-2 weeks

interval. The reliability test for the research instrument yielded a high connection (0.87)

result which implied that our research instrument is reliable.

Data Collection

The data were accumulated utilizing a self-administered questionnaire. The

surveys were set up through google forms where the respondents can get to it by

utilizing their Central Philippine University email account. The questionnaires were given

to two hundred forty-six (246) respondents of Grade 12 STEM students only.

Data Processing and Analysis

Based on the answers of the questionnaires and surveys, we conducted an

analysis on the answers of these methods. Analysing and interpreting these answers

would give us further understanding by breaking it down one by one. SPSS software

would be used in data processing and analysis after coding and encoding of results.

After this we would moved on to giving recommendations

For the questions using the nominal scale, the score for each category are the

following:

1. Sex

1 = Male

2 = Female

2. Section

1 = STEM 12-1 16 = STEM 12-16

2 = STEM 12-2 17 = STEM 12-17

3 = STEM 12-3 18 = STEM 12-18

4 = STEM 12-4

5 = STEM 12-5
 6 = STEM 12-6

7 = STEM 12-7

8 = STEM 12-8

9 = STEM 12-9

10 = STEM 12-10

11 = STEM 12-11

12 = STEM 12-12

13 = STEM 12-13

14 = STEM 12-14

15 = STEM 12-15

3. Internet Connectivity

1 = Poor

2 = Fair

3 = Good

4 = Very Good

4. Financial Help Received

1 = Parents/Family

2 = Scholarship

3 = Guardians

4 = Others

To analyze the data, the frequency of the scores for each category per

item was obtained. The frequencies were then converted to their respective

percentages for comparison.

For the items with a Likert scale, the scores for each category are the

following:

1 = Never

2 = Almost Never

3 = Sometimes

4 = Fairly Often

5 = Very Often
 Then it changes to

1 = Very Often

2 = Fairy Often

3 = Sometimes

4 = Almost Never

5 = Never

To some questions.

Ethical Considerations

Ask proper permission to the participant. Never force a participant to participate

and respect his/her decision. Do not ask things that are not relevant to the study. Ensure

research participant's privacy. Do not do anything that can harm the research

participants.
 Chapter IV

Results and Discussions

This chapter contains a detailed presentation and discussion of data analysis and

the results of this study. The findings were discussed in light of the previous research

findings and available literature, where relevant, so as to distinguish similarities and

differences between this studied and former studies and literature

The responses gathered from our online survey were analyzed using the

embedded tool from SPSS software. This chapter solely focuses on presenting the

acquired data in a presentable way to assist the discussion.

This chapter at the beginning provides the background to the respondents by

analyzing their demographic data. This is followed by findings and analysis of details,

and therefore the summary. Tables and diagrams have been accustomed to show a

simple presentation.

Demographic Characteristics

Table 1 shows that little over half(52.4% ) of the respondents are female and

almost half( 47.6%) of the respondents are male.

Table I. Distribution of Respondents according to their Sex (N=246)

Sex f %

Male 117 47.6

Female 129 52.4

Total 246 100.0

 Table 2 shows that almost half(49. 2%) of the respondents had fair internet

connectivity and one-third (32. 1%)of the respondents had good internet connectivity,

(11. 8%) of the students had poor internet connection, and the rest (6. 9%) had a very

good internet connection

Table II. Distribution of Respondents according to their Internet Connectivity Status

(N=246)

Internet Connectivity f %

Poor 29 11.8

Fair 121 49.2

Good 79 32.1

Very Good 17 6.9

Total 246 100.0

Table 3 shows that the majority (88. 6%) of the respondents enjoyed the privilege of

having their parents pay for their bills in school, while others (7. 7%) were granted

scholarships , and the rest (3. 7%) had their guardians to pay for their school bills

Table III.Distribution of Respondents according to their Financial Help (N=246)

f %

Parents/Family 218 88.6

Scholarship 19 7.7
 Guardians 9 3.7

Total 246 100.0

Table 4 shows that the majority (79. 7%) of the respondents had good mental

health status , while some(19. 9%) had average mental health status, and only few (0.

4%) of the respondents had poor mental health status

Table IV. Respondents according to their Recoded Mental Health Status

f %
Mental Health Status

Poor (13-23) 1 .4

Average (24-34) 49 19.9

Good (35-50) 196 79.7

Total 246 100.0

In table 5 it shows that the majority of male and females had similarly average mental

health status. And one-third (33. 3%)of the males had poor mental health status while

almost one-third(29. 5%) of the females were poor. less than one-third(26. 5%) of the

male respondents had good mental health status while one-third(30. 2%) of the females

had good mental health status. The chi- test of table 7 had a value of 0. 596 with p

value of. 741 which means that the result was not statistically significant, it shows that

sex was not significant to the mental health status and there would be no rejecting of the

null hypothesis. Women had more mental health problems than men, men had more

than women, or both had equal amounts. Evidence reveals that there were no

differences in their overall rates of psychopathology, but men and women did differ in the

type of psychopathology experienced. ( rosenfield & smith 2012)

Table V. Respondents` MHS according to their Sex

Recoded Mental Health Status * Sex of the respondents

 Crosstab

Sex of the respondents

Male Female

Recoded Mental Health Poor (19-36) Count 39 38

Status

% within Sex of the 33.3% 29.5%

respondents

Average (37- Count 47 52

40)

% within Sex of the 40.2% 40.3%

respondents

Good (41-50) Count 31 39

% within Sex of the 26.5% 30.2%

respondents

Total Count 117 129

% within Sex of the 100.0% 100.0%

respondents

Crosstab

Total

Recoded Mental Health Status Poor (19-36) Count 77

% within Sex of the respondents 31.3%

 Average (37-40) Count 99

% within Sex of the respondents 40.2%

Good (41-50) Count 70

% within Sex of the respondents 28.5%

Total Count 246

% within Sex of the respondents 100.0%

Chi-square Test-0.596 df=2 p-.741

Table 6 shows that majority(58. 9%) of the respondents that had very good connectivity

had poor mhs, almost half(45. 6%)of the respondents that had good connectivity also

had poor mhs while almost half(48. 8%) of the respondents that had fair connectivity had

an average mhs and the same number of respondents(48. 3%) with poor connectivity

had average and good mhs. The chi-square test had a value of 30. 732 with a p value of.

000 which means that it was statistically significant with negative correlation to those

who had very good connectivity and those who had poor connectivity it shows that those

who had very good connectivity had poor mhs but those who had poor connectivity had

average or good mhs. This agrees with our study that the increased screen time of

online instruction and the lack of face-to-face interaction had affected many students’

mental and physical health. In fact, increased screen time had been linked to anxiety,

depression and perceived attention problems. (katie lear, 2020)

Table VI. Respondents` MHS according to their Internet Connectivity Status

Recoded Mental Health Status * Internet Connectivity Status Crosstabulation

Internet Connectivity
Status
 Poor Fair

Recoded Mental Health Status Poor (19-36) Count 1 30

% within Internet Connectivity 3.4% 24.8%

Status

Average (37-40) Count 14 59

% within Internet Connectivity 48.3% 48.8%

Status

Good (41-50) Count 14 32

% within Internet Connectivity 48.3% 26.4%

Status

Total Count 29 121

% within Internet Connectivity 100.0% 100.0%

Status

Recoded Mental Health Status * Internet Connectivity Status Crosstabulation

Internet Connectivity
Status

Good Very Good

Recoded Mental Health Poor (19-36) Count 36 10

Status

% within Internet 45.6% 58.8%

Connectivity Status

Average (37-40) Count 21 5

% within Internet 26.6% 29.4%

Connectivity Status
 Good (41-50) Count 22 2

% within Internet 27.8% 11.8%

Connectivity Status

Total Count 79 17

% within Internet 100.0% 100.0%

Connectivity Status

Recoded Mental Health Status * Internet Connectivity Status Crosstabulation

Total

Recoded Mental Health Status Poor (19-36) Count 77

% within Internet Connectivity 31.3%

Status

Average (37-40) Count 99

% within Internet Connectivity 40.2%

Status

Good (41-50) Count 70

% within Internet Connectivity 28.5%

Status

Total Count 246

% within Internet Connectivity 100.0%

Status

Chi-Square Test=30.732a df=6 p=.000

Chi-Square Test-30.732 (Significant) p= .000

Gamma=-.364 p=.000
Table 7 shows that almost half (40. 8%) of the respondents enjoyed the privilege of

having their parents pay for their school finances having average mental health status,

while one-third(30. 3%) of the respondents had poor mental health status and the rest

(28. 9%) had a good mental health status. Almost half (42. 1%)of the respondents who

had scholarships had good mental health status while a little less than one-fourth(21.

1%) had poor mental health status and the rest (21. 1%) had good mental health status.

Almost half(44. 4%) of the respondents who had guardians had poor mental health

status while one-third (33. 3%)of the respondents had good mental health status and

the rest (22. 2%) had an average mental health status. The chi-test of table 9 had a

value of 1. 974 with a p value of. 741 which means that the result was not statistically

significant, it shows that finance help received was not significant to the mental health

status. This agrees with the study that experiencing financial difficulties and worrying

about debt at university increases the risk of mental health conditions such as

depression and alcohol dependency, according to new research. The work found that

symptoms of anxiety and alcohol dependence worsened over time for those who was

struggling to pay the bills. Those who was more stressed about their debt had

worsening levels of stressed, anxiety and depression. (university of southampton 2016)

Table VII. Respondents` MHS according to their Financial Help

Recoded Mental Health Status * Financial Help of Respondents

Crosstab

Financial Help of
Respondents

Parents/Family

Recoded Mental Health Status Poor (19-36) Count 66

% within Financial Help of 30.3%

Respondents

Average (37-40) Count 89

 % within Financial Help of 40.8%
Respondents

Good (41-50) Count 63

% within Financial Help of 28.9%

Respondents

Total Count 218

% within Financial Help of 100.0%

Respondents

Crosstab

Financial Help of Respondents

Scholarship Guardians

Recoded Mental Health Poor (19-36) Count 7 4

Status

% within Financial Help of 36.8% 44.4%

Respondents

Average (37-40) Count 8 2

% within Financial Help of 42.1% 22.2%

Respondents

Good (41-50) Count 4 3

% within Financial Help of 21.1% 33.3%

Respondents
Total Count 19 9

% within Financial Help of 100.0% 100.0%

Respondents

Chi-Square Test= 1.971a df=4 p= .741

Crosstab

Total

Recodded Mental Health Status Poor (19-36) Count 77

% within Financial Help of 31.3%

Respondents

Average (37-40) Count 99

% within Financial Help of 40.2%

Respondents

Good (41-50) Count 70

% within Financial Help of 28.5%

Respondents

Total Count 246

% within Financial Help of 100.0%

Respondents
 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This non or pre-experimental study was conducted to determine the Perceived

Influence of COVID-19 to the mental health of Grade 12 STEM students of Central

Philippine University. This involved 246 respondents from different STEM sections,

starting from STEM 12-1 to STEM 12-18 who were enrolled in the second semester of

the academic year 2020-2021. A researcher-made questionnaire was used in this study.

The statistical tools that were used to analyze data that were used to analyze data were

percentages, frequency and chi-square test. All the data in the Chi-square test are not

significant at 0.5 level, thus not allowing for the rejection of the null hypotheses.

Summary of findings

This study concluded that CPU SHS STEM students' mental health has worsened

during their online classes because of the ongoing covid-19 pandemic. There are

different factors affecting their mental health, the following are their internet connectivity,

financial status and their current mental health. This study will help researchers

determine whether the ongoing covid-19 pandemic has an effect on cpu shs stem

students mental health.

1. Data shows that the majority (79. 7%) of the respondents had good mental health

status , while some(19. 9%) had average mental health status, and only few (0.

4%) of the respondents had poor mental health status

2. Findings show that most of the respondents (9. 8%) went from stem 12-15, stem

12-16 (8. 9%), stem 12-13 (6. 1%), stem 12-1 (5. 7%), stem 12-

2,3,4,6,7,8,10,12,14,17 had the same number of respondents(5. 3%), stem 12-5

(4. 9%), stem 12-11 and 18 had also the same number of respondents(4. 1%)

and lastly stem 12-9(3. 7%)

3. Based on the gathered data shown in table 8, majority(58. 9%) of the

respondents that had very good connectivity had poor mhs, almost half(45. 6%)of

the respondents that had good connectivity also had poor mhs while almost

half(48. 8%) of the respondents that had fair connectivity had an average mhs
 and the same number of respondents(48. 3%) with poor connectivity had

average and good mhs.

4. Findings show that almost half (40. 8%) of the respondents enjoyed the privilege

of having their parents pay for their school finances having average mental

health status, while one-third(30. 3%) of the respondents had poor mental health

status and the rest (28. 9%) had a good mental health status. Almost half (42.

1%)of the respondents who had scholarships had good mental health status

while a little less than one-fourth(21. 1%) had poor mental health status and the

rest (21. 1%) had good mental health status. Almost half(44. 4%) of the

respondents who had guardians had poor mental health status while one-third

(33. 3%)of the respondents had good mental health status and the rest (22. 2%)

had an average mental health status.

5. Findings shows that the majority of male and females had similarly average

mental health status. And one-third (33. 3%)of the males had poor mental health

status while almost one-third(29. 5%) of the females were poor. less than one-

third(26. 5%) of the male respondents had good mental health status while one-

third(30. 2%) of the females had good mental health status.

Conclusion

Based on the findings of this study, the following conclusions were made:

1. Data shows that almost half of the respondents had fair internet connectivity with

49. 2% and one-third of the respondents had good internet connectivity with 32.

1%, students that had poor internet connections were 11. 8%, and the rest were

the students that had very good internet connection with 6. 9%. Students who did

not had good internet connection had a hard time passing school requirements on

time and stressed over it which leads to their poor mental health

2. The majority of male and females had similarly average mental health status with

their total percentage not being from each other.

3. Students who rely on their guardians to pay for their school fees had the most

students who had poor mental health compared to those students who had

scholarships and had their families pay for their school fees
 1. Out of 18 stem sections, the majority of the respondents from stem 12-8 had

poor mhs with a percentage of 84. 6.

This concludes that our data shows that the ongoing covid-19 pandemic have

had a negative impact on cpu shs stem students’

Recommendations

In light of the discoveries of the examination, the accompanying suggestions were made:

I. School Administrators. The aftereffect of this investigation showed that having

both great internet connection and terrible internet connection influences the

students emotional well-being status and since being in the pandemic and being

in online class, having a steady connection was an absolute necessity. Thus, it

was recommended to show the students who had a great web network to adjust

their utilization of the internet, as it was realized that being on the internet

could've caused depression. They likewise must figure out how to adjust their

time when doing school work and submitting it on time instead of doing it in the

latest possible time. While to the students with awful internet connection, it was

prescribed to show the teachers to have been patient and understanding to the

students circumstance and not fail the student for having terrible internet

connection since being in online class was all new to the vast majority of us and

to the students who lived on a mountain or in a homestead with outlandish

connection, it was draining. Particularly, since online class wasn't the solitary

thing they were doing. These students were additionally accomplishing house

worked, assisting in the homestead and so on

II. Poor Mental Health Students. Students who are experiencing poor mental

health status are recommended to take a breather and seek out advice towards

the faculty of the department they are in. They are to be known for what makes

you feel anxious, depressed and etc. So it can be a stepping stone for other

students who have the same status, it can also promote social and emotional

competency and build resilience.

III. Students. It was likewise shown that students had relinquished themselves

during online classes due to the absence of supervision. These students would
 frequently turn off their mouthpiece and camera during an online class, thus

making the teacher not see what they were doing behind the scenes. Doing as

such, could've prompted their evaluations falling flat and making the all around

discouraged student more discouraged. In this manner, it was prescribed to had

instructors made their students camera on consistently an obligatory guideline in

their class to stayed away from future interruptions

IV. Future Researchers. Future researchers who wanted to proceed or did related

studies may utilize the data and information obtained by this examination. It was

recommended to search for additional data about the respondents. Their

psychological wellness status ought to likewise have been thought of

 APPENDIX
Survey to establish THE PERCEIVED INFLUENCE OF COVID-19 TO THE
MENTAL HEALTH OF GRADE 12 STEM STUDENTS OF CENTRAL
PHILIPPINE UNIVERSITY

Please mark the appropriate answers to all questions below:

V. Personal Data

Name (Optional):

1.

Sex: Male Female

2. Section

STEM 12-1 STEM 12-2 STEM 12-3 STEM 12-4

STEM 12-5 STEM 12-6 STEM 12-7 STEM 12-16

II.

With the following questions we would like to learn about the personal and

social consequences of the COVID-19-pandemic (SARS-CoV-2).

First, we would like to ask you to answer the following initial questions.

1 = Never 2 = Almost Never 3 = Sometimes 4 = Fairly Often 5 = Very Often

Have you ever felt emotionally challenged these past few months? 1 2 3 4

Are you performing well in school these past few months? 1 2 3 4

Is your internet connection stable during online classes? 1 2 3 4

Do you feel anxious whenever there is a task given to you online? 1 2 3 4

Who pays for your school finances? Parents/Family Scholarship Guardian

How do you currently perceive the risk of the COVID-19 pandemic?

“I am worried that…”

That my internet connection is not stable during online classes and 1 2 3 4

will affect my school performances.

That the given time to do our task(s) is not enough. 1 2 3 4

That me and my group members are not coordinating well due to the 1 2 3 4
lack of face-to-face interactions.
That I am unable to pay the school fees on time since there is a 1 2 3 4
pandemic.

That I cannot focus on classes because I am not being monitored by 1 2 3 4

a teacher.

The following is a list of statements that deal with the handling and impact of

the COVID-19 Pandemic. Please indicate the extent to which the following

statements have applied to you in the past two weeks.

"Because of the COVID-19 pandemic, I..."

Have become a procrastinator towards my school work(s).

Have become more independent in working.

Am motivated to make my grades higher.

Have become more responsible in managing my time towards my

school activities.

Have a back-up plan incase of Wi-Fi/Internet failure.

 APPENDIX B

Letter to Validators

SE NIOR HIGH SCHOOL

Central Philippine University
Lopez-Jaena St., Jaro, Iloilo

February 1, 2021

___________________

Principal
Senior High School
Jaro, Iloilo City
Greetings!

We are Group 2 of STEM 12-16 students of Central Philippine University undertaking

study entitled THE PERCEIVED INFLUENCE OF COVID-19 ON THE
MENTAL HEALTH OF GRADE 12 STEM STUDENTS OF CENTRAL
PHILIPPINE UNIVERSITY.

With your expertise, we are humbly asking your permission to validate the attached
questionnaire. Our objectives and other attachment are provided to give context on the
study.

Hoping for your kind response to our request.

Thank you and have a good day.

Respectfully Yours,

Neptalyn N. Salcedo Nes C. Salcedo

Reasearcher Group Leader

Ace Delfian B. Estandarte Fiolia Erlle B. Espinoza

Danica Lucille B. Pondias

Researchers
Noted by:

Jarrlyn Law P. Jaco M.P.A, LPT Janet P. Jaco, M.A Ed., LPT
Research Instructor

APPENDIX C
 Reliability Test

RESPONDENTS SCORE X SCORE Y

1 Acoba 45 41
2 Baylon 53 50
3 Bayson 47 45
4 Bedro 50 48
5 Borres 44 48
6 Corsino 45 44
7 Espulgar 37 39
8 Estante 44 45
9 Fermocil 43 46
10 Franco 46 47
11 Gabayeron 43 43
12 Guarizo 44 44
13 Jison 48 45
14 Joaquin 37 37
15 Legaspi 45 43
16 Palomo 58 60
17 Rebuelta 66 62
18 Silveo 46 44
19 Villanueva 47 48
20 Villaruel 37 37
 RESPONDENTS SCORE X SCORE Y X (X-Mean X) Y (Y-Mean Y) Producttion XY

Acoba 45 41 -1.3 -4.8 6.24

Baylon 53 50 6.7 4.2 28.14

Bayson 47 45 0.7 -0.8 -0.56

Bedro 50 48 3.7 2.2 8.14

Borres 44 48 -2.3 2.2 -50.60

Corsino 45 44 -1.3 -1.8 2.34

Espulgar 37 39 -9.3 -6.8 63.24

Estante 44 45 -2.3 -0.8 1.84

Fermocil 43 46 -3.3 0.2 -0.66

Franco 46 47 -0.3 1.2 -0.36

Gabayeron 43 43 -3.3 -2.8 9.24

Guarizo 44 44 -2.3 -1.8 -4.14

Jison 48 45 1.7 -0.8 -1.36

Joaquin 37 37 -9.3 -8.8 81.84

Legaspi 45 43 1.3 -2.8 -3.64

Palomo 58 60 11.7 14.2 166.14

Rebuelta 66 62 19.7 16.2 319.14

Silveo 46 44 -0.3 -1.8 0.54

Villanueva 47 48 0.7 2.2 1.54

Villaruel 37 37 -9.3 -8.8 81.84

Total : 925 916

 DEVIATION
Dx(X-Mean Dx(X-Mean Dy(Y-Mean Dy(Y-Mean
X) X)2 Y) Y)2
-1.3 1.70 -4.8 23.04
6.7 44.90 4.2 17.64
0.7 0.50 -0.8 0.64
3.7 13.70 2.2 4.84
-2.3 5.30 2.2 4.84
-1.3 1.70 -1.8 3.24
-9.3 86.50 -6.8 46.24
-2.3 5.30 -0.8 0.64
-3.3 10.90 0.2 0.04
-0.3 0.09 1.2 1.44
-3.3 10.90 -2.8 7.84
-2.3 5.30 -1.8 3.24
1.7 2.90 -0.8 0.64
-9.3 86.50 -8.8 77.44
1.3 1.70 -2.8 7.84
11.7 136.90 14.2 201.64
19.7 388.10 16.2 262.44
-0.3 0.09 -1.8 3.24
0.7 0.50 2.2 4.84
-9.3 86.50 -8.8 77.44
Σdx2= Σdy2= 749.2
889.10
 APPENDIX D

Statistical Package for the Social Sciences (SPSS) solving

Table I. Distribution of Respondents according to their Sex (N=246)

Sex of the respondents

x Frequency Percent Valid Percent Cumulative Percent

Valid Male 117 47.6 47.6 47.6

Female 129 52.4 52.4 100.0

Total 246 100.0 100.0

Table II. Distribution of Respondents according to their Internet Connectivity Status

(N=246)

Internet Connectivity Status

Frequency Percent Valid Percent Cumulative Percent

Valid Poor 29 11.8 11.8 11.8

Fair 121 49.2 49.2 61.0

Good 79 32.1 32.1 93.1

Very Good 17 6.9 6.9 100.0

Total 246 100.0 100.0

Table III.Distribution of Respondents according to their Financial Help (N=246)

 Financial Help of Respondents

Frequency Percent Valid Percent Cumulative Percent

Valid Parents/Family 218 88.6 88.6 88.6

Scholarship 19 7.7 7.7 96.3

Guardians 9 3.7 3.7 100.0

Total 246 100.0 100.0

Table IV. Respondents according to their Recoded Mental Health Status

f %
Mental Health Status

Valid Poor (13-23) 1 .4

Average (24-34) 49 19.9

Good (35-50) 196 79.7

Total 246 100.0

REFERENCES
World Health Organization (2020) Corona Virus Overview : https://www.who.int/health-

topics/coronavirus

Lally, J., Tully, J., & Samaniego, R. (2019) Mental Health Services In the

Philippineshttps://www.ncbi.nlm.nih.gov/

Cueva, F.P.L (2018) Disease Prevention and Control Bureau-Essential Non-

communication Disease Division; Mental Health Program.https://doh.gov.ph/national-

mental-health-program

Beedie, Terry, Et Al (2011) Theories of

Emotionhttps://courses.lumenlearning.com/waymaker-psychology/chapter/emotion/

Fredrikson, B.L. (2000) The Broaden and Build Theory of Positive Emotions

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/

Sasanghar, F., BA., BC., MASc., SM., PhD. (2020) Journal of Medical Internet

Research; Effect of COVID-19 on College Students’ Mental Health in the United States:

Interview Survey Study. https://www.ncbi.nlm.nih.gov/

https://www.sciencedaily.com/releases/2016/08/160809095307.htm